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Medford School District 549C Position 1

Special districts in Oregon are formed to govern specific resources. Examples are people’s utility districts, library districts, sewer districts, irrigation districts, ports and cemetery districts. Some districts get revenue only from taxes. Others, such as water districts, get revenue from ratepayers. Others may combine the two sources. Each district is governed by a board of directors which is responsible for the operation of the district and its financial accountability. ( https://www.oregonlaws.org/ors/198.010 ) Qualifications: Candidate must be a registered voter and a resident of the district for 1 year. Employees of the district are not eligible unless employed as a substitute driver. ORS 332.016 and 332.018(2)Salary: A member of the governing body of a district may receive an amount not to exceed $50 for each day or portion thereof as compensation for services performed as a member of the governing body. Such compensation shall not be deemed lucrative. The governing body may provide for reimbursement of a member for actual and reasonable traveling and other expenses necessarily incurred by a member in performing official duties. [1971 c.403 §2; 1983 c.327 §2; 1983 c.740 §53a; 1989 c.517 §1; 1995 c.79 §74] In event of Vacancy: Except as otherwise provided by law, a vacancy in an elected office in the membership of the governing body of a district shall be filled by appointment by a majority of the remaining members of the governing body. If a majority of the membership of the governing body is vacant or if a majority cannot agree, the vacancies shall be filled promptly by the county court of the county in which the administrative office of the district is located. [ORS 198.320]

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  • Jeff Kinsella
    (N)

  • Candidate picture

    Robin Lee
    (N)

Información Biográfica

Even before COVID and the transition to online learning, school districts struggled with disparities in academic achievement. Educators fear even greater gaps upon their return to classrooms. What strategies will you consider to address these increased disparities?

COVID has shown us the importance of family support in facilitating students’ education. How will you build on this understanding to increase the role of parents in decision making and promote parental involvement in schools?

What is the impact of the pandemic on school budgets and spending priorities? How do you propose meeting these new challenges?

Los distritos escolares ya tenían dificultades con las disparidades en el desempeño académico, inclusive antes del COVID y de la transición al aprendizaje por internet. Los educadores temen que aparezcan vacíos aún mayores cuando el estudiantado vuelva a los salones de clase. ¿Qué estrategias considerará usted para enfrentar el aumento de estas dificultades?

El COVID nos ha mostrado la importancia del apoyo de las familias para facilitar la educación de los estudiantes. ¿Cómo utilizará este hecho para ampliar la función de los padres en la toma de decisiones y promover la participación de los padres de familia en las escuelas?

¿Cuál es el impacto de la pandemia en los presupuestos escolares y en las prioridades de gasto? ¿Qué propone usted para enfrentar estos nuevos desafíos?

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Town Where You Live Medford
Your Experience/Qualificatons Staff Assistant III, Asante Corporate Office 12 years; Senior Staff Property Adjuster, Allstate Insurance 22 years; Claim appraiser, Crawford & Co, 6 years; Branch Operations Supervisor, Security Pacific Bank, 3 years.
County Jackson
Term Four years
Regular testing to measure and track the students’ grasp of core subjects. Focus on their comprehension of reading, math, history, and science. Give coaching regularly to insure growth at a steady pace. Leave sex-ed and gender studies to the home, parents and families. Focus all resources on academic preparation. Whether a student plans to seek higher education or pursue technical education, the basics (again: reading, math, history, and science) apply.
Regularly engage in two-way conversations with students’ families. Identify needs that the families are aware of (as, for a math tutor, or help in reading). Encourage teachers to give more focused attention, and/or share ways the family can help with instruction.
Faithfully review budgets with a focus on books, supplies, and equipment for core education materials. Include PPE. Rigorously suspend funding for unrelated instruction or thematic social trends. Apply savings to the hiring of additional teacher, aides, and special tutors until 95% of students test at grade level.
Periódicamente, prueba para medir si los estudiantes comprenden de las materias básicas. Concéntrese en comprensión de lectura, matemáticas, historia y ciencia. Deje los estudios de educación sexual y de género al hogar, los padres y las familias. Concentre todos los recursos en la preparación académica. Ya sea que un estudiante planee buscar una educación superior o seguir una educación técnica, se aplican los conceptos básicos (otra vez: lectura, matemáticas, historia y ciencias).
Brinde asesoría con regularidad en conversaciones bidireccionales con las familias de los estudiantes. Consideran las necesidades que las familias conocen (como un tutor de matemáticas o ayuda en lectura). Anime a los maestros a que presten más atención y / o compartan formas en las que la familia puede ayudar con la instrucción.
Revise fielmente los presupuestos con un enfoque en libros, suministros y equipo para materiales educativos básicos. Incluya EPP. Suspender rigurosamente el financiamiento para instrucción no relacionada o tendencias sociales temáticas. Aplicar los ahorros a la contratación de maestros, ayudantes y tutores especiales adicionales hasta que el 95% de los estudiantes obtengan una prueba al nivel del grado.